The single most striking feature of this [science] education is that, to an extent wholly unknown in other fields, it is conducted entirely through textbooks. Typically, undergraduate and graduate students of chemistry, physics, astronomy, geology, or biology acquire the substance of their fields from books written especially for students.

Thomas Kuhn The Essential Tension

Here Kuhn is trying to show us the nature of science education which is usually divergent from the historical processes and events which led to the currently accepted theories. Most of the textbooks rather show the content matter which makes sense conceptually in a rationally organised manner. Of course, the ideal goal, at least in the physical sciences, is to create a hypothetico-deductive model in which a given theory, its predictions, explanations and implications can be derived from some basic definitions and axioms. For example, an introductory text on motion in physics usually starts with definitions and assumptions usually of a mass point, and/or operations that are defined on it. The text does not describe the historical conditions in which this conceptual approach arose, rather it adapts a very pragmatic pedagogical approach. It defines the term and ends it there, but in this process, it redefines the conceptual history. This approach assumes that there is no pedagogical merit or role in introducing a concept in its historical context. This perhaps is also linked to Poppers distinction of the context of discovery and the context of justification. What we see is a rational reconstruction of historical processes to make sense of them in a straightforward manner.